SKILLS
PRACTICE
LESSON #3:
INTEGRATING
INFO.
Community in Crisis: Synthesizing
Information to Prioritize Aid
AGENDA
• Introducing the Skill (10 Min)
• Gathering Information (15 Min)
• Evaluating Information (10 Min)
• Tweet About It! (10 Min)
MATERIALS
• Resource 1: Earthquake:
Prioritizing Aid (1/student)
• Resource 2: Fact File (1/pair)
• Resource 3: Area Map (1/pair)
• Resource 4: Feedback From
the Field (1/pair)
• Lined paper or sticky notes
GRADE 5
TIME
45 minutes
Model
STUDENT OBJECTIVE(S)
I can draw conclusions about
a topic using information from
multiple sources.
INTRODUCING THE SKILL (10 min)
Introduce the skill. Say: Today, we will practice using multiple sources of
information to draw conclusions. We do this often in our everyday lives.
For example, when I was driving, I saw people slowing down and many
cars starting to exit the freeway. I also heard sirens in the distance. By
putting all of this information together, I drew the conclusion that there
was an accident ahead of me that was causing traffic. What are some
other real- life examples of times we put together information to draw
a conclusion?
Provide 2 minutes for students to record an example on lined paper
or a sticky note. Circulate the room to monitor responses. Nominate
students with strong responses to initiate sharing with the class (e.g.,
I concluded that my little sister was tired because she was rubbing her
eyes, yawning, and carrying her blanket.).
Explain the purpose. Say: When we bring different ideas together, we
are synthesizing information. Synthesizing multiple sources of information to draw conclusions is a skill we will use in life, at school, and in our
careers.
Display the following steps and explain how they support students to
draw conclusions:
STEP 1 Gather information. Say: First, we need to gather information.
This might include considering information we know from personal
experience as well the information we get from text, graphs, images,
•
•
SUPPORT Work with students
to generate a few examples
together.
SUPPORT Provide a sentence
frame for reporting out (e.g.,
I concluded that … because …).
LESSON STANDARD(S)
CCSS.ELA-LITERACY.RI.5.9
Integrate information from
several texts on the same
topic in order to write
or speak about the subject
knowledgeably.
•
•
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3
maps, and so on. If I am late for work and want to find the fastest way
to get there, I might watch a traffic report, look at a map, and consider
what I already know about the roads.
•
•
STEP 2 Evaluate information. Say: Once we have information, we can
piece it all together and evaluate what it might mean. What is this new
information suggesting? What do I already know? To return to the earlier example, I might learn from the traffic report that Route A has an accident and know from experience that there will be construction work
at this time of day. I look at a map and see there is a Route B available.
STEP 3 Reach a conclusion. Say: Once we have brought together pieces
of the puzzle, we put it all together to draw a conclusion. So with the information I gathered about Route A and Route B, I could conclude that
Route B would be the fastest way to get to work.
Display and instruct students to turn to Resource 1: Earthquake: Prioritizing Aid.
Read aloud the scenario. Explain that students will now have an opportunity to apply these same steps to a real-life situation. Say: We will
apply these skills to helps us draw conclusions about prioritizing relief
aid. Using information from multiple resources, you will conclude how
to best provide supplies to those with the greatest need.
GATHERING INFORMATION (15 min)
•
•
•
EXTEND Have students pair
up to discuss each of the three
steps as it relates to the real-life
examples they brainstormed
earlier. Monitor partner discussions to gauge understanding
of steps.
Guided Practice
Partner students and have them turn to the following: Resource 2: Fact
File; Resource 3: Area Map; Resource 4: Feedback From the Field. We
will gather and review these sources of information to help us draw
conclusions about the emergency relief needs of each city.
Introduce each source of information. Explain the distinctive features
of each source, drawing from students’ prior knowledge if applicable.
Say: First, we have a Fact File. This is a collection of key details compiled
for each city. As we learn new details, we will add them to this page
in the space provided. Next is the Area Map. Notice that each city is
identified on this map. Note the earthquake epicenter is also shown.
This is where the earthquake started and where it is felt the strongest.
It might help us understand which areas could have the most damage.
Last is Feedback From the Field. In an emergency situation, it is important to gather information quickly. This is a collection of Tweets, or brief
updates, from volunteers on location in each city. This can help us keep
track of any new details or changes.
Display the Fact File. Provide 2 minutes for students to read with their
partners. Ask follow-up questions to gauge comprehension (e.g., Say:
SUPPORT Provide a sentence
frame for reporting out (e.g.,
I concluded that … because …).
SUPPORT Have students work
in small groups instead of pairs.
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3
SUPPORT Have students annotate the Fact File in response
to questions (e.g., Which city has
the largest population? Place
a star next to this information
in the file.)
SUPPORT Remind students to
refer back to the Fact File as
needed. Have them write down
key details on the map.
Which city has the largest population? [Boxwood]) Point out that each
city has space for more notes. Explain that students will compile notes
from the other resources and add them to this file.
•
•
•
•
SUPPORT Point out features
of the Tweets, such as how to
locate who they are from, how
long ago they were sent, etc.
Independent Practice
•
•
Display the Area Map. Ask students to place a finger on the city that has
the largest population (Boxwood). Then ask them to identify the city
with 32% of the population age 65 years and older (Donhaven). Finally,
ask students to identify the city that has the largest number of people
housed in emergency shelters (Newton).
Ask students to locate the earthquake’s epicenter on the Area Map.
Point out the questions on the bottom of the page and have students
work in pairs to respond. Review responses with students (1. Newton; 2.
Boxwood; 3. Newton).
Discuss with students why this information might be helpful (e.g., the
closest city may have even more damage; damage to transportation
options may affect the flow of relief aid to those in need). Have students
add any additional and relevant details to the Fact File (e.g., Newton is
closest to the epicenter).
Display the Feedback From the Field. Explain that Tweets are brief messages, 140 characters or less, sent in real time.
Guide students to annotate the Tweets. Have students place a “D” next
to the Tweets from Javier, reporting from Donhaven; an “N” next to Myra’s Tweets from Newton; and a “B” next to Kai’s Tweets from Boxwood.
Have students partner up to read the Tweets and identify two key
details about each city to add to the Fact File. Circulate to monitor and
assist as needed. Call on pairs to share their findings for each city.
EVALUATING INFORMATION (10 min)
•
•
SUPPORT Work with students
to think through the data and
consider the options. Then have
students work with a partner to
make their final conclusions.
•
Display and instruct students to turn to Resource 1: Earthquake:
Prioritizing Aid. Explain that students will now move on to STEP 2: Evaluate Information. Say: We have collected data. Now it is time to put the
pieces of the puzzle together to see if we can see the bigger picture. 
Have students work with a partner to review their Fact File and draw
conclusions to determine: 1) order of delivery and 2) supplies each
city needs. Monitor partner interactions to gauge understanding.
(1. Boxwood to deliver water and medical supplies; 2. Newton to deliver
food and fuel; 3. Donhaven to deliver fuel and medical supplies)
Call on pairs to share their conclusions. Ask students to elaborate on
their reasons, referencing data from resources.
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3
TWEET ABOUT IT! (10 min) •
•
•
•
•
Closing and Assessment
Display Resource 1: Earthquake: Prioritizing Aid. Point out the TWEET
ABOUT IT! section at the bottom of the page.
Explain that students will write a Tweet that states their conclusions.
Review guidelines for writing the Tweet. Say: Remember, Tweets are
brief and to the point. Remember, too, that they are seen by the public.
The goal is to clearly communicate the conclusions you reached so the
public knows what relief will be provided and when. Tweets are limited
to 140 characters or less, which is roughly 25-30 words. Work with your
partner to write a Tweet in 25 words or less that states when each city
will receive aid and what supplies they will receive.
Provide time for partners to work together on Tweets. Circulate the
room and identify strong examples.
Nominate students to share their Tweets.
Point out the box on the left of the Tweet. Have students create a logo
for their organization that reflects what they do in the community.
SUPPORT Provide a model
response (e.g., Day 1: Boxwood
gets water and medical supplies;
Day 2: Newton gets food and
fuel; Day 3: Donhaven gets fuel
and medical supplies.)
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3
OURC E
RE S
1
SKILLS PRACTICE
LESSON #3:
INTEGRATING
INFO.
EARTHQUAKE: PRIORITIZING AID
Community in Crisis: Synthesizing
Information to Prioritize Aid
SCENARIO
You work at the Humanitarian Organization as the Coordinator for Emergency Relief.
News reports have announced a 7.3 magnitude earthquake in an area you serve. You
have identified 3 cities in greatest need of help, but you are only able to deliver to one
city per day. Your job is to review all the information available to help you determine
which city to prioritize and identify the supplies most needed.
Day 1 Delivery
City:
Supplies: Water

Food
 Fuel  Medical Supplies

Food
 Fuel  Medical Supplies

Food
 Fuel  Medical Supplies
Day 2 Delivery
City:
Supplies: Water
Day 3 Delivery
City:
Supplies: Water
TWEET ABOUT IT! In 25 words or less, write your plan for providing relief aid.
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3
OURC E
RE S
2
SKILLS PRACTICE
LESSON #3:
INTEGRATING
INFO.
FACT FILE
Community in Crisis: Synthesizing
Information to Prioritize Aid
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3
OURC E
RE S
3
SKILLS PRACTICE
LESSON #3:
INTEGRATING
INFO. RESOURCE 3
AREA MAP
Community in Crisis: Synthesizing
Information to Prioritize Aid
Community in Crisis: Synthesizing Information to Prioritize Aid
Area Map
Donhaven
Epicenter
Newton
International
Airport
Boxwood
1. Which city is closest to the earthquake’s epicenter? ______________________________
2. Which city is furthest from the epicenter? ______________________________________
1. Which city is closest to the earthquake’s epicenter?
3. Which city offers the most options for transporting supplies? _______________________
2. Which city is furthest from the epicenter?
3. Which city offers the most options for transporting supplies?
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3
M
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ges/
want OURC E
RE S
4
SKILLS PRACTICE
LESSON
#3:
RESOURCE
FEEDBACK FROM THE FIELD
4
Community inin
Crisis:
Synthesizing
Information to Prioritize Aid
Community
Crisis:
Synthesizing
to Prioritize Aid
INTEGRATING
Information
Feedback From the
e Field
d
INFO.
know r the 5 bove,
s fine.
Javier @Eyes_in_Donhaven
1m
Two schools have been set up as emergency shelters
for elderly. #earthquake
Myra @Eyes_in_Newton
5m
Airport to reopen tomorrow making on the ground relief
efforts easier. #earthquake
Kai @Eyes_in_Boxwood
7m
Hospital is running out of medical supplies, especially
antibiotics. #earthquake
Myra @Eyes_in_Newton
15m
Food rationing taking place to conserve food supply.
May run out of food in next 2 days. #earthquake
Javier @Eyes_in_Donhaven
21m
Mostly minor injuries reported, but medical supplies
limited and in danger of running out. #earthquake
Kai @Eyes_in_Boxwood
32m
Need clean water for drinking and sanitation. Hospital
infections on the rise. #earthquake
COMMUNITY IN CRISIS • SKILLS PRACTICE LESSON #3